Mark Tovey | Waterloo Institute for Complexity and Innovation, Waterloo, Canada
We outline three challenges involved in designing external representations that promote sustainable use of natural resources. First, the task environment of sustainable resource-use is highly unstructured, and involves many uncoordinated and asynchronous actions. Following from this complex nature of the task environment, more task constraints and task interactions are involved in designing representations promoting sustainability, compared to representations that seek to make tasks easier in structured task environments, such as aircraft cockpits and control rooms. Second, external representations promoting sustainable resource-use need to motivate people to make decisions that sustain resources, and persist with this behavior, even though alternate behaviors are easier and commonplace. Third, external representations promoting sustainability also need to lower the cognitive load involved in sustainability decisions. This three-tiered function (meeting complex task constraints, providing motivation, lowering cognitive load) makes such representations challenging to design. However, some early prototype designs promoting sustainable resource-use have appeared recently, primarily addressing electricity use. Analyzing these digital prototypes, we outline three design principles they share, and show how these seek to address the complexities of the sustainability problem-space (complexity of task environments, goals, and representations). We then argue that at least two further cognitive scaffolds are required for effectively promoting sustainable resource use (action scripts, deconstruction). We close with some of the limitations of this approach to promoting sustainability, and outline future work.
2024. “We never even touched plants this way”: school gardens as an embodied context for motivating environmental actions. Environmental Education Research► pp. 1 ff.
Salve, Joseph, Pranshi Upadhyay, K. K. Mashood & Sanjay Chandrasekharan
2024. Performative Bundles: How Teaching Narratives and Academic Language Build Mental Models of Mechanisms. Science & Education
Pucha, Raghu, Kata Dosa, Sunni Newton, Meltem Alemdar, Ruthie Yow & Jennifer Hirsch
2020. Integrating Sustainability into a Freshman-Engineering Course through an Institute-Level Initiative: A Teaching–Learning Model with Authentic Activity and Context. In Integrating Sustainable Development into the Curriculum [Innovations in Higher Education Teaching and Learning, ], ► pp. 125 ff.
Osbeck, Lisa M.
2019. Vertical and Horizontal Development in Theoretical Psychology. In Re-envisioning Theoretical Psychology, ► pp. 189 ff.
Pucha, Raghu, Kata Dosa, Meltem Alemdar & Sunni Newton
2018. Recombinant Enaction: Manipulatives Generate New Procedures in the Imagination, by Extending and Recombining Action Spaces. Cognitive Science 42:2 ► pp. 370 ff.
Chandrasekharan, Sanjay & Nancy J. Nersessian
2015. Building Cognition: The Construction of Computational Representations for Scientific Discovery. Cognitive Science 39:8 ► pp. 1727 ff.
Malsch, Ineke, Vrishali Subramanian, Elena Semenzin, Danail Hristozov & Antonio Marcomini
2015. Supporting decision-making for sustainable nanotechnology. Environment Systems and Decisions 35:1 ► pp. 54 ff.
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